Skip to main content
Computer Science
Dashboard

For TAs & Faculty

Help Create Belonging

Everyone who teaches, mentors, and ministers to students plays an essential role in creating belonging. These resources offer practical guidance for teaching assistants and faculty seeking to support students and foster an environment where everyone can thrive.

For Teaching Assistants

As a TA, you’re often the person students interact with most — in labs, office hours, and grading — which makes you one of the most important builders of belonging in the department. Your role is to help every student succeed in computer science — regardless of their background, gender, or where they started. A few practices that make a real difference:

  • Learn students’ names and how to pronounce them correctly. Being known by name helps a student feel they belong.
  • Hold predictable office hours and invite students to them often. A warm, repeated invitation helps students who might otherwise hesitate to ask for help.
  • Normalize struggle out loud — remind students that this material is challenging for everyone at first, and that questions are a sign of engagement, not weakness.
  • Make your expectations explicit. Don’t assume students already know how to debug, set up their tools, or find resources; spell out the things that are easy to take for granted.
  • Give students time to think before calling on anyone, so quieter students have room to participate.
  • Notice students who seem discouraged, disengaged, or frequently absent, and check in — a brief, caring note can make a real difference.

If a student shares that they’re struggling — academically or personally — you don’t have to have the answer; point them toward help (their instructor, advising, or the resources on this site), and let the CS Director of Belonging and Advising know if you’re concerned. The BYU Center for Teaching & Learning also offers resources and support for TAs.

Printable handout: download “Belonging Tips for Teaching Assistants” (PDF) — a shareable one-pager professors can hand to their TA teams.

Belonging Tips for Teaching Assistants (PDF)

Go deeper: download “Inclusive Teaching & Belonging: A Guide for Teaching Assistants” (PDF) — a fuller reference covering classroom dynamics, inclusive course design, supporting students in distress, and more.

Inclusive Teaching & Belonging: A Guide for Teaching Assistants (PDF)


For Faculty

Syllabus Statement

If you’d like to include a belonging statement in your syllabus but aren’t sure where to begin, you’re welcome to start with the one below. Please adapt it to fit your course and voice — the goal is simply for students to know, from day one, that they belong.

A Covenant Community of Belonging in Computer Science
The BYU Computer Science Department is committed to building a covenant community of belonging where every student can learn, contribute, and thrive. We believe that the variety of backgrounds, experiences, talents, and perspectives each person brings enriches our learning and strengthens us as a whole — and we value every individual for what they uniquely contribute. Grounded in unity, mutual respect, and charity toward all, and consistent with the BYU Statement on Belonging, we strive to make this a place where everyone feels welcome. We heed the prophetic call to abandon attitudes and actions of prejudice toward any of God’s children, and to treat one another with the dignity and respect each person deserves. Whether you’re facing a challenge in this class, in the department, or in your life outside of it — anything affecting your ability to learn and succeed — please don’t hesitate to reach out to your instructor or to the CS Director of Belonging and Advising, Jen Bonnett (jen@cs.byu.edu). You’re not alone; we’re here to listen and help connect you with the right support. You belong here, and we’re glad you’re part of this community.

BYU also provides a set of optional syllabus statements that faculty may include (found under “Optional Statements” on that page), such as the Respectful Environment and Mental Health statements. These complement the belonging statement above, and you’re welcome to use whichever fit your course.

Inclusive Teaching
Every faculty member shapes whether students feel they belong in Computer Science. Small, intentional choices — learning students’ names, making expectations clear, welcoming questions, and responding with care when someone is struggling — add up to a classroom where everyone can thrive. For evidence-based strategies and one-on-one support, the BYU Center for Teaching & Learning offers consultations and resources for creating welcoming, effective courses. For students who need accommodations, partner with the University Accessibility Center (see Accessibility Resources). And consider including the syllabus statement above in your courses.

Printable handout: download “Building Belonging in Your CS Classroom — A Guide for Faculty” (PDF) — a one-page starting point you can keep or share.
Building Belonging in Your CS Classroom — A Guide for Faculty (PDF)

Responding When a Hard Moment Happens
Even in the best classrooms, difficult moments come up — a comment that stings, a dismissive remark in a lab group, a joke that implies someone doesn’t belong in computer science, or a tense silence after something lands wrong. These moments can catch anyone off guard. You don’t need a perfect response; you need a caring one.

In the moment:

  • Don’t let it pass in silence. Even a brief, calm response tells students the classroom is a place where everyone is respected — silence can read as agreement. If a student says something like “this is easy, I don’t know why anyone would struggle with it,” you might say: “Actually, this material is hard for almost everyone at first — that’s normal, and asking about it is exactly what I want you to do.”
  • Address the comment, not the person. Name what was said and reconnect it to the respect you expect of everyone, without shaming the student who spoke. If someone jokes that a certain group “isn’t really cut out for CS,” you might respond: “Let’s pause there. People from every background do excellent work in this field, and everyone in this room belongs here.”
  • Affirm that every student belongs in this field. If a student — or anyone — suggests that women don’t belong in computing, or should be at home rather than pursuing a career, you might respond: “Every student in this room is here because they belong in this field, and I’m committed to helping each of them succeed.”
  • It’s okay to pause. If you’re caught off guard, take a breath, or say you’d like to come back to it. You can always return to a moment you weren’t ready for — “I want to come back to something that was said earlier” is a completely valid way to reopen it next class.

Afterward:

  • Check in privately with any student who may have been hurt. A short, sincere “I noticed that earlier, and I’m really glad you’re in this class” can mean a great deal.
  • When it’s helpful, follow up with the student who spoke, too. Often a quiet, non-accusing conversation — “I wanted to talk about something you said in lab” — does more than a public correction.
  • Reflect on whether the whole class would benefit from revisiting expectations, and adjust as you go.

Remember, too, that impact matters more than intent — a comment can be hurtful even when no harm was meant, and responding to it isn’t about assigning blame, but about keeping the classroom a place where everyone can learn.

Many hard moments aren’t dramatic — they’re small, often unintentional comments that quietly signal someone doesn’t belong: assuming the woman in a group project is there to organize rather than to code, acting surprised that a particular student did well, or joking about who “naturally” codes. We all carry assumptions we’re not fully aware of. The goal isn’t guilt — it’s noticing, so that our classrooms reflect the respect every child of God deserves.

You can also set expectations proactively. BYU’s official Respectful Environment syllabus statement (listed under “Optional Statements”) — which specifically addresses demeaning comments about the career or major choices of women and men — can be included in your syllabus to make clear, from the start, that everyone’s place in this field is respected.

You don’t have to handle these moments alone. If you’d like to talk one through, reach out to the CS Director of Belonging and Advising, Jen Bonnett (jen@cs.byu.edu).

To learn more about responding to these moments:

Carnegie Mellon’s If You Notice a Microaggression, Acknowledge It offers calm, practical ways to respond in the moment or revisit it afterward.

Supporting a Student in Crisis

Faculty, TAs, and staff are often the first to notice when a student is struggling. You don’t need to be a counselor — your role is to notice, respond with care, and connect the student to help. The student’s safety and well-being come first.

Warning signs to watch for

  • Expressions of hopelessness, worthlessness, or that things will never get better
  • Talk or writing about death, dying, or having no reason to live
  • Withdrawal, isolation, or a marked drop in engagement or attendance
  • A sudden decline in academic performance or personal care
  • Intense anxiety, agitation, or dramatic mood changes

Signs of immediate danger — act now

  • Highly disruptive behavior (hostility or aggression)
  • Difficulty communicating clearly, or appearing out of touch with reality
  • Any direct statement of intent to harm themselves or others

In situations of immediate danger, call BYU Police at 801-422-2222 or 911.

How to respond

  • When possible, speak with the student in private, and stay calm.
  • Listen with concern and take what they share seriously.
  • It’s okay to ask directly whether they are thinking about suicide — asking does not plant the idea, and it can bring relief.
  • Reassure the student that help is available, and connect them to it. If you can, walk them to CAPS or call together.
  • Don’t promise confidentiality, minimize the situation, or try to handle it entirely on your own — seek consultation.

To consult or refer a student, contact BYU Counseling and Psychological Services (CAPS) at 801-422-3035. For the student-facing crisis resources, see the Resources for Students in Crisis page.

QPR Training through BYU CAPS
QPR (Question, Persuade, Refer) is a nationally recognized suicide prevention program that teaches you what to say and do when someone you know may be considering suicide. Attend an hour-long training to become a certified QPR Gatekeeper.

#BeThe1To
#BeThe1To shares simple actions anyone can take to help prevent suicide and support those who may be struggling — helping shift the conversation toward healing, help, and hope.

Research on Belonging in Teaching

For TAs and faculty who want the evidence behind these practices, these peer-reviewed sources examine how belonging shapes student success — with several focused specifically on computing.

Runa, S. N., McCartan, A., Du, Y., Becker, B. A., & Mooney, C. (2025). “Sense of belonging in undergraduate computing students: A scoping review.” Educational Research Review, 47, 100683. — Scoping review · computing-specific
View article

Why this: A “review of reviews” that synthesizes 22 studies (2013–2022) on belonging in computing, mapping how it is defined, measured, and used to improve diversity and retention. Best for a big-picture overview of what the research says — and a springboard to further reading.

Fong, M. M., Watkins, A., & Herman, G. L. (2026). “More than a feeling: examining the role of computing course experiences on student sense of belonging.” Computer Science Education. — Journal article · computing-specific
View article

Why this: Bridges theory and practice: it takes a four-part framework — competencies, motivations, opportunities, and perceptions of belonging — and shows how each plays out in real computing courses. Best if you want specific, addressable levers for building belonging in your class.

Sax, L. J., Blaney, J. M., Lehman, K. J., Rodriguez, S. L., George, K. L., & Zavala, C. (2018). “Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students.” Social Sciences, 7(8), 122. — Journal article · open access
View article

Why this: A large study (900+ students) of belonging among women and underrepresented-minority students in introductory computing courses. Its key finding — that belonging is shaped by the classroom environment, not just who students are coming in — means faculty have real power to foster it. Open access.

Perlmutter, L., Salac, J., & Ko, A. J. (2023). “‘A field where you will be accepted’: Belonging in student and TA interactions in post-secondary CS education.” — Conference paper · TA-focused
View article

Why this: Focuses on TA–student interactions in CS, since TAs have the majority of student contact hours. Best for TAs and anyone who mentors them — it shows how everyday moments in office hours and labs shape whether students feel they belong.

Muzny, F., & Shah, M. D. (2023). “Teaching Assistant Training: An Adjustable Curriculum for Computing Disciplines.” Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE 2023), 430–436. — Conference paper · CS TA training
View article

Why this: A complete, publicly available TA-training curriculum built for computing programs and adjustable to a department’s time constraints. Best as a ready-made, CS-native model for starting or improving TA training.

Strayhorn, T. L. (2018). College Students’ Sense of Belonging: A Key to Educational Success for All Students (2nd ed.). Routledge. — Book
View book

Why this: The definitive scholarly book on college belonging — the work most other research builds on. It develops the theory of belonging and examines how it differs across students’ identities, with practical guidance throughout. The deepest read here; best for understanding the whole field.

Practical Guides for Inclusive Teaching

These hands-on resources translate the research into classroom practice.

Duke University Center for Teaching & Learning — “Inclusive Teaching Quick Start Guide” — Quick-start guide · start here
Visit the guide

Why this: A short, skimmable list of small, concrete first moves — welcoming syllabus language, a pre-class welcome email, learning names, informal check-ins. Best for the faculty member who is willing but not sure where to begin.

Carnegie Mellon Eberly Center — “How to Enhance Inclusivity and Belonging in Teaching” — Strategy library
Visit the guide

Why this: A browsable library of concrete strategies organized by course design and delivery, each with disciplinary examples and implementation tips. Best when you want to pick one specific practice and see exactly how to do it.

Carnegie Mellon Eberly Center — “Classroom Climate” — Teaching guide · climate & equity
Visit the guide

Why this: Practical guidance on fostering belonging and self-confidence (including stereotype threat and imposter syndrome), handling difficult classroom moments, and teaching with a diverse audience in mind.

Stanford Teaching Commons — “Equity and Belonging in STEM Lab Courses” — Teaching guide · labs & sections
Visit the guide

Why this: Practical guidance for the lab and section settings where TAs work, framing belonging as a teaching-team effort. Best for instructors and TAs to read together — it suggests talking through student engagement in regular team meetings.

National Center for Women & Information Technology (NCWIT) — Resource hub · women in computing
Explore NCWIT resources

Why this: The national organization’s hub of research-backed strategies for recruiting and retaining women in computing, with the helpful framing that these practices benefit all students. Best as a starting point for the women-in-CS dimension.

Brodley, C. E., & Muzny, F. (2023). “On the BPC Importance of Centralizing TA Training, Recruiting, and Evaluation.” Center for Inclusive Computing. — White paper · department-level
Read at the Center for Inclusive Computing

Why this: From the Center for Inclusive Computing (based on visits to 45+ universities), it makes the case for centralizing TA training, recruitment, and evaluation as a retention strategy — with concrete steps. Best for chairs and program leaders shaping how the department runs its TA program.